Intercultural education: the project frog and the stranger

This diploma thesis was written based on a project of intercultural education Frog and the Stranger in kindergarten, which is based on the eponymous book by Max Velthuijs. The purpose of this project is to provide children with positive experiences associated with the identification of similarities and differences between them. Namely, children were put into situations where they experienced diversity as an advantage and this way the bases of cultural tolerance can be formed. The project of intercultural education included a group of nineteen children, who were enrolled into group activities once a week between 2 to 3 hours. The theoretical part of the thesis explains the key concepts, such as multicultural and intercultural society, as well as defines the basis of intercultural curriculum realization: human and children's rights and the provisions of the curriculum for kindergartens. The chapter of intercultural pedagogy describes the areas of interculturality. In conclusion, the inductive approach to the development of pro-social skills is described. The empirical part consists of six parts. Children learned the story of Frog and the Stranger where they saw a negative attitude towards the others and the different, based on prejudices, stereotype and fear. Children tried various activities (e.g. summarizing and continuation of the story, description and assessment of the relationships in the story, etc.) which helped them to assess and act from their own point of view, they learned patience and solidarity and helped each other. Through this process, they developed the ability of co-existence and tolerance, as well as accepting others as different. The children learned about the differences and similarities between them, and finally, they appreciated the experiences of others and shared their experiences with other members of the group. The evaluation of the project's activities was based on the regular evaluation techniques, such as log records, analysis of the video material, recordings of the interview with the mentor and the records of the interview with the students. The project evaluation showed the creativity of children in experimental creation of stories, illustrations and puppet shows. In all stories, children found a non-violent conflict resolution and made all decisions by consensus. They critically assessed the stories and gave opinions on the questions raised by the students. They actively participated in the parallel activity Frog is getting to know the »foreign« environment, presented their day with the frog to the group and compared their experiences with each other. Throughout the project Frog and the Stranger, children had a positive attitude to the diversity and thought of it as an advantage rather than disadvantage, while at the same time, they experienced all this as a game